Assistant Professor of Psychology
- Ph.D., University of Oregon, 2007
My primary program of research focuses on social identity processes and how threat from important social categories, like race, gender, sexual orientation, or chronic illness, can affect cognitive, affective, and physiological processes over time. In particular, I take a “core needs” approach, viewing social identity threat as undermining psychological needs to belong and have control over important outcomes. This provides an explanation for how complex societal factors, such as stereotypes about groups, can “get under the skin” to affect performance, well-being, and health. My research also seeks to develop and test psychological interventions to reduce identity threat or mitigate its consequences. I also maintain a secondary program of research that investigates the psychological impact of technology and technological change, which is an area I am interested in exploring further.
My philosophy as a researcher is interdisciplinary. I believe that psychological and behavioral processes are best understood in the context of the mutually interacting embedded social systems in which people live. I use a variety of methods, including experiments in the lab and field and momentary or daily assessments over time. Many of my projects have a longitudinal aspect. To better understand the complex data sets emerging from my research, I have developed an interest in quantitative methods and statistical modeling.
Cook, J. E., Purdie-Vaughns, V., Meyer, I. H., & Busch, J. T. A. (2014). Intervening within and across levels: A multilevel approach to stigma and public health. Social Science & Medicine, 103, 101-109.
Shnabel, N., Purdie-Vaughns, V., Cook, J. E., Garcia, J., & Cohen, G. L. (2013). Demystifying values-affirmation interventions: Writing about social-belonging is a key to buffering against stereotype threat.Personality and Social Psychology Bulletin, 39(5), 663-676.
Cook, J. E., Purdie-Vaughns, V., Garcia, J., & Cohen, G. L. (2012). Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development. Journal of Personality and Social Psychology, 102(3), 479-496.
Cook, J. E., Calcagno, J., Arrow, H., & Malle, B. F. (2012). Friendship trumps ethnicity (but not sexual orientation): Comfort and discomfort in intergroup interactions. British Journal of Social Psychology, 51(2), 273-289.
Cook, J. E., & Attari, S. Z. (2012). Paying for what was free: Lessons from the New York Times paywall.Cyberpsychology, Behavior, and Social Networking, 15(12), 682-687.
Cook, J. E., Arrow, H., & Malle, B. F. (2011). The effect of feeling stereotyped on social power and inhibition.Personality and Social Psychology Bulletin, 37(2), 165-180.
Purdie-Vaughns, V., Cohen, G. L., Garcia, J., Sumner, R., Cook, J. E., & Apfel, N. (2009, September 23). Improving minority academic performance: How a values-affirmation intervention works. Teachers College Record.
Arrow, H., & Cook, J. (2007). Configuring and reconfiguring groups as complex learning systems. In V. Sessa & M. London (Eds.), Work group learning: Understanding, improving, and assessing how groups learn in organizations. Mahwah, NJ: Lawrence Erlbaum and Associates.
Cook, J. E., & Doyle, C. (2002). Working alliance in online therapy as compared to face-to-face therapy: Preliminary results. CyberPsychology & Behavior, 5(2), 95-105.